Computer based teaching tools

You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths. You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward.

Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.

Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate. We have organized our report card comments by category. Read the entire list or click one of the category links below to jump to that list.

Behavior The student: cooperates consistently with the teacher and other students. Character The student: shows respect for teachers and peers. Group Work The student: offers constructive suggestions to peers to enhance their work. Interests and Talents The student: has a well-developed sense of humor. Participation The student: listens attentively to the responses of others.

Social Skills The student: makes friends quickly in the classroom. Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner. Work Habits The student: is a conscientious, hard-working student. Student Certificates! Recognize positive attitudes and achievements with personalized student award certificates!

Report Card Thesaurus Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique. Adjectives attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique Adverbs always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly.

Objectives Students will learn about changes that occurred in the New World and Old World as a result of early exploration. Older students only. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World.

In this lesson, you might post an outline map of the continents on a bulletin board. On the bulletin board, draw an arrow from the New World the Americas to the Old World Europe, Asia, Africa and post around it drawings or images from magazines or clip art of products discovered in the New World and taken back to the Old World.

You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World.

You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. It is also revealed that most multimedia solutions deployed for teaching and learning target the solution to the pedagogical content of the subject of interest and the user audience of the solution.

The success of the different multimedia tools that have been used on the various target groups and subjects is also attributed to the technologies and components embedded. Furthermore, the evaluation methodologies and learning outcomes of the deployment of multimedia tools appeared to be different depending on the type of multimedia tool, technology components, deployment strategies, and application area and target groups. The two main evaluation methodologies identified from the various studies reported in the articles we reviewed were the experimental investigations and the survey methodology.

Attitudes and beliefs towards the use of technology in education, lack of teachers' confidence and resistance to change, lack of basic knowledge and ICT skills, lack of technical, administrative and financial supports, lack of physical environment are some of the barriers identified in the various articles reviewed. These barriers affect the integration of multimedia in education.

For future work, efforts should be made to explore mobile technology with several multimedia components in order to enhance teaching and learning processes across a diverse group of learners in the primary, secondary, vocational, and higher institutions of learning. Such research efforts would be significant in increasing inclusiveness and narrowing the educational divide. Also, research into the change management process for overcoming the barriers to multimedia adoption would be of interest.

All authors listed have significantly contributed to the development and the writing of this article. National Center for Biotechnology Information , U. Journal List Heliyon v. Published online Nov 2. Faruk , b A. Oloyede , b N. Surajudeen-Bakinde , c L. Olawoyin , b O. Mejabi , a Y. Imam-Fulani , b A. Fahm , d and A. Azeez e.

Author information Article notes Copyright and License information Disclaimer. Abdulrahaman: gn. This article has been cited by other articles in PMC. Abstract Access to quality education is still a major bottleneck in developing countries. Introduction Multimedia is a combination of more than one media type such as text alphabetic or numeric , symbols, images, pictures, audio, video, and animations usually with the aid of technology for the purpose of enhancing understanding or memorization Guan et al.

To this end, the study is guided by the following research questions: 1. Literature review 2. Multimedia learning and teaching: concepts and resources Multimedia or digital learning resources assist learners to get on well with mental representations with the use of different media elements, which support information processing.

Some of the benefits of the multimedia application tools for teaching and learning are summarized as follows: 1. Role of multimedia technology in teaching and learning Technology is evolving and scholars in the areas of Information Technology IT and education technology are continuing to study how multimedia technologies can be harnessed for the enhancement of teaching and learning.

Multimedia evaluation techniques Evaluation entails assessing whether a multimedia programme fulfils the purposes set including being useful for its target audience. Research methodology This study adopted a research design that involves a searching method for identifying the articles to be reviewed for solving a specific research problem. Data sources The quality of a systematic review starts with the data sources used for identifying the articles to be selected for the review.

Search keywords In order to ensure appropriate primary search terms are used and relevant papers are carefully selected for the review purpose, the literature search method of Kitchenham et al.

Inclusion and exclusion criteria For the purpose given, each of the articles from the consulted academic databases and libraries had an equal chance of being selected. Table 1 Inclusion criteria of articles. The study focuses on multimedia technology, tools, software, application, impact, and deployment in education system 2.

The article was peer reviewed and published in reputable journal or conference 3. The study is written in English language 4. The article is either a survey or research paper 5. The article is available online. Open in a separate window. Exclusion from pooled articles The number of articles from the database keywords search were reduced in line with the elimination procedure outlined as follows: i. Figure 1.

Table 2 Search databases and number for articles. Data collection and synthesis of results Based on the selection mechanism, 78 articles were shortlisted for analysis.

Results After careful application of the procedures for selection as outlined in section 3 , each of the 78 shortlisted articles were subjected to a systematic review which involved extracting information as itemised in section 3. Multimedia tools, technology, components and applications The systematic review enabled us to extract information from the reviewed articles on the type of multimedia tool the article described, what type of technology the tool deployed, what were the multimedia components utilized, and whether the tool applied to a teaching or learning scenario or both.

Table 3 Summary of multimedia tools, technology, components and applications for education. Figure 2. Multimedia tools test location and target age In this section, information on the location where the multimedia tool was tested and the target age of the study group are presented as summarised in Table 4. Table 4 Summary of multimedia tools for education study locations. The technology allows the creation of scenarios Kapi et al.

Helps students to understand programming Kapi et al. Helps students to identify and revise the Tajweed for suraYasin. Karel and Tomas Video based multimedia guide University in Czech republic Students of control theory class Positive result was achieved based on student feedback Maaruf and Siraj Multimedia interactive teaching materials Malysia Secondary School students 60 secondary school students sampled.

Used for instructional delivery Shoufan Educational videos Not specified Online distance learning students educational videos collected from YouTube, analyzed using regression analysis. Wu and Chen, Multimedia aid for teaching classical Chinese language China vocational school students 5 students in experimental group were given tablet for evaluation.

E-books improves learning activities Zhang Online teaching and learning resource platform Vocational school students Not specified Evaluation based on non-equivalent pre-test and post-test control group shows significant improvement in students' performance. Evaluation methods of multimedia technology tools in education The articles involving evaluation were examined to identify the methodologies used for the evaluation, the target groups and sample of the evaluation and the evaluation outcome.

Table 5 Summary of Evaluation methods of multimedia technology Tools in education. Publication Focus area Evaluation method Target group Sample size Outcome Limitations General-izable outcome Akinoso Mathematics Experimental investigation Secondary school students 60 Multimedia aids the teaching of mathematics Duration of the experiment was not stated.

Two schools were chosen randomly, no definite number of sample size per group. No Al-Hariri and Al-Hattami Physiology Survey online 2 nd year University Students Technology affects students achievements Study focused on students' interaction with curricular content, administrators, instructors, and other related personnel not considered.

No Barzegar et al. Multimedia has no effect on participation and responsibility, team work, self- esteem and democracy skills of the students. No Chen and Xia Physical education studies Survey Professor interview Undisclosed Multimedia has positive influence on college physical education.

The paper did not provide the methodology, sample space or size. No Dalacosta et al. The scope of the multimedia solution is narrow. Yes Ilhan and Oruc Social science Experimental:-Teaching with multimedia -Teaching without multimedia 4th grade students 67 Multimedia technique increased the academic success.

Single lesson within social studies curriculum was considered Both groups were chosen randomly, no definite number of sample size per group. No Kaptan and İzgi Science Experimental using animated cartoons Elementary school 76 Significant difference was determined in favour of post-test scores Quasi experimental design was adopted and no control group used for the testing. No Maaruf and Siraj Visual Art Education Survey: in-depth interview Secondary school teachers 2 Multimedia usage resulted in accelerated teaching and learning processes.

Very small sample size. No Manca and Ranieri General Education Survey Academic staff 6, Restriction and limit on the use of social media among the academics Low level of response rate, i. No Milovanovi et al. No Shah and Khan Science Experimental: multimedia-aided teaching MAT Elementary students 60 30 students for each group Learners become active participants No significant difference observed in academic performance.

No Ocepek et al. No experiment undertaken to validate the outcome. Identified barriers to multimedia use in teaching and learning The review revealed some challenges that could be barriers to the use of multimedia tools in teaching and learning.

Findings from literatures and surveys have shown high resistant to change and negative attitude towards adoption and use of ICT in education Cuban et al. In some findings, some respondents perceived no benefits Mumtaz, ; Snoeyink and Ertmer, ; Yuen and Ma, Discussion The findings from the systematic review are discussed in this section with a view to answering the research questions posed.

Multimedia tools in teaching and learning The review revealed that multimedia tools have been developed to enhance teaching and learning for various fields of study. Components, technology and applications of multimedia tools in education The results from the review revealed that most of the existing multimedia tools in education consist of various multimedia components such as text, symbol, image, audio, video and animation, that are converged in technologies such as 3D Huang et al.

Figure 3. Figure 4. Figure 5. Targeted multimedia solutions Our systematic review also revealed that most multimedia solutions deployed for teaching and learning target the solution to the pedagogical content of the subject of interest see Table 4 and the user audience of the solution Table 5. Evaluation methodologies Our systematic review included a synthesis of the methodologies described by the reviewed articles for evaluating the multimedia tools that they present as shown in the summary in Table 5.

Barriers to multimedia use in teaching and learning Several barriers to multimedia use in teaching and learning were revealed as a result of the review. Conclusions and future research direction A lot of work has been done to highlight the effectiveness of multimedia as a teaching and learning aid. Declarations Author contribution statement All authors listed have significantly contributed to the development and the writing of this article.

Competing interest statement The authors declare no conflict of interest. Additional information No additional information is available for this paper.

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Good practice in the conduct and reporting of survey research. Instructional games provide students with the rules of play and an end goal.

They can be used in primary, secondary, special education and college classrooms. They appeal to the students' senses through puzzles or arcade-style action and can motivate them through competition, fantasy and personal challenges. Instructional games provide and engaging substitute for worksheets or verbal drills. Based in Southern California, Dorothy Kropf has been writing about education for ezines since She is currently a Ph. She enjoys research and writing with strong interests in determining factors that can help college students succeed.

Abstract This study analyses the pedagogical ideas underpinning teachers' accounts of the successful use of computer-based tools and resources to support the teaching and learning of mathematics.

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